C2C was a community college consortium designed to develop and provide education and training to prepare unemployed, underemployed, and displaced workers to take on jobs in science, technology, engineering, and math industries. Participants in Shoreline Community College’s local C2C program enrolled in machinist training programs such as the Machine Maintenance Certificate and Quality Assurance Certificate programs. Career navigators led work-readiness activities focused on job placement and building relationships with employers, as well as soft-skills coaching.

C2C was a community college consortium designed to develop and provide education and training to prepare unemployed, underemployed, and displaced workers to take on jobs in science, technology, engineering, and math industries. Northern Virginia Community College’s (NOVA’s) local C2C program, called NOVA’s IT Pathway, led to credentials and careers in IT-related fields. The program was implemented by NOVA and its strategic community and business partners.

Services delivered via Opportunity Works varied by program site over an unspecified duration. Services could include case management, college-readiness instruction and coaching, goal setting, support with high school completion, career planning and exploration, job development and support, financial planning support, occupational skills training, and transportation assistance. Eligibility requirements varied by age and gender across program sites, but all Opportunity Works participants were between the ages of 18 and 24.

Participants of LA:RISE were co-enrolled in programs funded by the Workforce Innovation and Opportunity Act and received a minimum of 300 hours of subsidized, transitional employment at a social enterprise or workforce development system partner. These programs also provided on-the-job training, specialized training, or both. Other provided services varied by placement and included soft-skills training, work-readiness training and assessments, supportive services, case management, education, and permanent job search and placement services.

CareerAdvance participants enrolled in one of three programs linked to a health care career (nursing, health information technology, or medical assisting). Participants also received funding for tuition, books and supplies, additional child care assistance (if child care needs could not be met through the Head Start program alone), coaching, and financial incentives for meeting program milestones. Peer support groups were also available.

The HCD program implemented in Riverside, CA, emphasized that participants should spend time receiving education or training to prepare for good jobs. If participants did not have a high school diploma or general education diploma, the program provided basic education classes in the public school system to help participants make progress toward their goals (such as increasing their literacy level). Case managers were accountable for the employment and education outcomes of their clients and therefore encouraged success and emphasized and enforced program participation.

As part of the Health Careers Collaborative of Greater Cincinnati, individuals who were unemployed and interested in health careers, such as nursing, rehabilitation, health information technology, or biotechnology, worked with an advisor to meet their career goals. Participants could receive a variety of trainings and services based on these goals. They were offered trainings on soft skills and financial literacy, along with job-search assistance and work-readiness activities.